This study examines the learning preferences of TAFE students who are characterised by having low socio-economic status backgrounds. These students enter TAFE classrooms with widely different knowledge, varying amounts of work experience, different motivation, language and numeracy levels and, consequently different learning needs. In addition, some students are in transition from school to work. The study suggests that student learning outcomes for this group are a 'co-production', that is, the students and the teacher together create the learning outcomes. The study highlights the central role of vocational teachers and the sophisticated work they do in accommodating curriculum to the learning needs of a student group of considerable diversity and educational disadvantage. Qualitative models are presented which relate students' learning preferences to teaching approaches adopted by vocational teachers.